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ases

The first experiment is to study the effect of Lexical Approach onSenior High School students’ English incidental vocabulary acquisitionwhen the learner proficiency is of the same level. Tables below illustrate theoriginal level of incidental acquisition of lexical chunks in different classes.As the table indicates, there is no significant difference in the production ofphrases, clausal chunks and discourse organizersbetween two classes.The first experiment is to study the effect of Lexical Approach onSenior High School students’ English incidental vocabulary acquisitionwhen the learner proficiency is of the same level. Tables below illustrate theoriginal level of incidental acquisition of lexical chunks in different classes.As the table indicates, there is no significant difference in the production ofphrases, clausal chunks and discourse organizersbetween two classes.

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Conclusion

Rising from the current writing approaches, this paper promotes theLexical Approach to deal with writing problems in senior high school. WhileProduct-Based Approach, Process-Based Approach, Genre-Based Approachand Computer Assisted Instruction all have their influences on writing,Lexical Approach seems to be a better choice both for teachers and studentsas a result of literature review and theoretical basis. To test the effects ofLexical Approach on students’ writing level, this study carried out two kindsof evaluation, writing collection, questionnaire and interview. Ninety seniorstudents from Ming De High School were chosen as participants for theirbasic expressive ability in writing. Their original writing levels were almostthe same, which was guaranteed by the pretest conducted in both groups.During the writing process training, the experiment group was trained by theLexical Approach while the control group did not receive any special writinginstruction. Meanwhile, they were required to fill in the questionnaire ontheir opinions, problems and habits towards writing. After the experiment,data are collected to analyze students’ changes in the production of Englishphrases, clausal chunks and discourse organizers. Reasons and theories areinvolved in the analysis of students’writing performance.
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References (abbreviated)
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